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AbstractAs the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement. 相似文献
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Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse. We employed social network analysis (SNA) to examine the evolving cohesiveness of mathematics teachers’ social network and coding procedures to examine teachers’ mathematical discourse. A key finding was the documentation of an emergent divide between participation in the core and periphery during initial weeks of the PD and then a reduced divide and emergence of a social network that resembles a community. We argue that the instructor’s pattern of participation that included distributing their interactions across the subgroups while sending a common message regarding expectations for mathematical discourse in the PD may have contributed to the community formation process. We propose the Interaction Assessment Model, which outlines an approach for PD facilitators to use SNA as a feedback mechanism to differentiate facilitation of online collaborative and content-focused PD and build online communities.
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Professional development among teacher educators requires a framework in which collaborative learning can support growth and change. This study describes a professional development project modeled on a professional development community focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, improvement of teaching through skill acquisition, and professional development with the adaptation of new teaching dispositions and a sense of efficacy. The community was characterized by a safe environment which encouraged risk taking and mutual support, enabling significant change in college courses. 相似文献
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The paper reports on a collaborative learning project coded as the teacher inquiry community that was carried out over a year in a private higher education institution to improve the professional capability of language-based subject teachers. Nine teachers completed the project all of whom were females and shared work experience of 2–29 years. Six of them held some form of qualification in education, and all except for one possessed at least a basic degree in some field. The study focused on three questions namely teacher benefits, impact of practice, and application of solutions. Findings revealed that the former two questions were well substantiated for most teachers, but the same thing could not be said of the third. While a number of senior teachers benefitted at the level of classroom implementation, the others explained away their inability to incorporate new ideas in their teaching. Individual characteristics and personality, and culture seemed to make a difference. However, the study concluded that the collaborative learning model could serve as a viable mechanism for the teachers’ professional development. 相似文献
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For several years in distance education settings, teaching‐learning specialists have collaborated with subject specialists to produce learning materials. In such partnerships, while a major focus has been on production per se, another outcome has been the professional development of the subject specialist. This paper reports on a collaborative project where the development of learning materials served as a vehicle for quite comprehensive professional development. This paper argues that such an approach, where product development and professional development are intertwined, is most effectively facilitated on a one‐to‐one basis where the specifics of the process are tailored to the needs of the subject specialist. Such collaborations are also most likely to be effective if grounded in strong theoretical principles. The case study reported here was founded on principles of action research. 相似文献
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Ting Wang 《Asia Pacific Journal of Education》2016,36(2):202-216
AbstractThis article presents findings of a qualitative study on school leadership and professional learning community in two high achieving senior high schools in Northeast China. The findings show that teachers participated in school-based communities of professional learning, such as Teaching and Research Groups, Lesson Preparation Groups, and Grade Groups. While the term professional learning community (PLC) was not commonplace, the actual practices of PLC characterized by collective enquiry and collaborative learning became the norm in the two schools. School leaders demonstrated strong instructional leadership and visionary stewardship for school continuous improvement. They played a critical role in developing and communicating a shared vision, shaping a culture of trust, supporting and monitoring collegial learning. Teacher leadership was evident in collaborative teams and expertise leadership was acknowledged. Emotional bonds and shared responsibility in these teams strengthened professionalism. Concerted efforts were made to create aligned structures and processes that support collective enquiry, and to develop a culture of collaborative learning that builds collective capacities. Developing and sustaining the embedded PLC process within a school seems to provide a promising infrastructure for supporting school improvement in the Chinese school context. 相似文献
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Keith Putman Simon Bradford Andrew Cleminson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):9-15
This article explores the process of mentoring in the context of the professional education of teachers and youth and community workers. Mentors and mentees from each professional group were interviewed in depth about their perceptions of the role of mentoring in work‐base learning. Analysis of the data indicates that effective mentoring should involve negotiation between mentors and mentees rather than the imposition of a ‘top‐down’ model of knowledge transfer. 相似文献
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Gaalen Erickson Jolie Mayer‐Smith Alberto Rodriguez Peter Chin Ian Mitchell 《International Journal of Science Education》2013,35(5):585-597
In this article we discuss the theoretical and practical rationale for establishing a collaborative science practicum project and report on the findings of the first two years. The project was designed to strengthen the communication links among the school‐based educators, the pre‐service teachers, and the university‐based educators, in order to address the seemingly intractable problems associated with initiating new science teachers into the varied social practices of the teaching profession. Our findings are organized and discussed in the form of three dilemmas (Cuban 1992). These dilemmas are associated with the difficulties the pre‐service teachers had in connecting the propositional knowledge presented in the university setting with the procedural knowledge required in the school setting, and the lack of familiarity by the university and school‐based educators of each other's practice setting. We describe results that resonate with similar issues reported in other collaborative projects, and propose an alternative approach for preparing science teachers. This approach is based on conceptualizing learning to teach as a cognitive apprenticeship (Hennessy 1993) which prepares pre‐service teachers to enter the ‘community of practice’ called teaching. We argue that the success of such an approach requires the development of a collaborative community in which all participants engage in meaningful and supportive discourse concerning what, when and how science is taught in the classroom. 相似文献
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Victoria I. Marín Juan I. Asensio-Pérez Sara Villagrá-Sobrino Davinia Hernández-Leo Sara García-Sastre 《Technology, Pedagogy and Education》2013,22(5):571-587
ABSTRACTThis article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development. 相似文献
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Nicholas Sun-Keung Pang Ting Wang Zoe Lai-Mei Leung 《Asia Pacific Journal of Education》2016,36(2):231-247
AbstractThis study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices. 相似文献
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Elizabeth Wellburn Leslee Francis Ted Riecken Pierce Farragher 《Technology, Pedagogy and Education》2013,22(2):155-158
ABSTRACT This paper describes a staff development project involving school‐university collaborative research. While computer technology was being implemented at Bayside Middle School, teachers engaged in action research projects. This form of professional development links personally relevant questions of teaching practice with academic theories of learning. Research findings are discussed, along with implications of action research as a model for staff development. 相似文献
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While a growing body of literature advocates the importance of school-based, collaborative action research, less attention has been focused on how these projects are developed and implemented in the early stages. This study, therefore, examines a small Canadian school's initial attempt at promoting a “learning community” approach and compares it to the ideals of collaborative teamwork set out by recent scholarship. Our findings suggest that collegiality holds promise for change in teachers' practice and meaningful professional development if the school's administrator accepts the learning community philosophy and is willing to take the lead in initiating the reform. As well, we found that all ideal characteristics set out in the literature need not be in place from the outset for a project of this sort to be successful. 相似文献
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Kendra Geeraerts Päivi Tynjälä Hannu L.T. Heikkinen Ilona Markkanen Matti Pennanen David Gijbels 《欧洲师范教育杂志》2015,38(3):358-377
Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees’ perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional development throughout the entire teaching career. In general, there were few significant differences between vocational teachers and their colleagues in general education in their perceptions of PGM. The study further suggests an alternative conceptualisation of professional development based on the following components: development of skills and knowledge, strengthening professional identity and self-confidence, and development of a work community. 相似文献
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This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n?=?55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process. 相似文献
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教师培训作为促进教师专业化发展的重要途径,当前主要存在培训主题“行政化”、培训形式单一化、培训内容理论化、培训时间间断化和培训受益面相对窄化等弊端。虚拟学习社区环境下协作学习为教师专业发展提供了一条可持续发展的途径。虚拟学习环境下教师协作学习的理论基础包括支架理论、替代性学习理论和群体动力学理论,协作学习的类型可分为机械协作和有机协作两种。为了探究虚拟学习社区环境下持不同活动策略的主持者在促进教师协作学习的互动效果及其差异,项目组实施了案例研究,结果表明：在活动主持者动机水平一致的情况下,持解答式活动策略的主持者比持启发式活动策略的主持者更能促进教师协作学习的互动效果;教师在学习活动中应重视角色的作用,关爱学生的内心体验,重视自身学习能力的提升。 相似文献
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Charles I. Glicksberg 《College Teaching》2013,61(3):99-103
Abstract Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum. 相似文献
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Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning 总被引：1，自引：0，他引：1
Lynne Schrum Mary D. Burbank Jonathan Engle Jack A. Chambers Kelly F. Glassett 《The Internet and Higher Education》2005,8(4):279
Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale. 相似文献
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Bev Williams 《Teaching in Higher Education》2013,18(1):85-98
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. 相似文献